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The Transformative Mindset Of Middle School Principals On Culture And The Impact Of Student Achievement, Christina Gfell

Dissertations

Purpose: The purpose of this study was to explore and describe how exemplary middle school principals perceived practices of Sinek’s (2019) infinite mindset framework were embedded in their organization to inspire achievement of extraordinary results. A further purpose of this study was to understand organizational supports and barriers exemplary middle school principals perceived affected infinite mindset development.

Methodology: This phenomenological study explored experiences of exemplary leaders and their perceptions of how the five practices of Sinek’s (2019) infinite mindset framework were embedded in their organization. The target population for this study was exemplary middle school principals in Harris County, Texas. …

An Exploratory Case Study Of Leadership Practices That Enable International Schools To Become Highly Effective And Learning Progressive Environments, Santha Kumar Sankara Narayanan

Dissertations

Highly effective learning progressive (HELP) environments can prepare students to be future-ready with the needed knowledge and skills to thrive in an ever-changing world. This case study captured the characteristics and measured the effectiveness of an international school working to become a HELP environment using the high-reliability schools (HRS) framework and the leadership practices that enabled them.

This mixed-method study used an explanatory sequential design, beginning with a survey of 122 teachers based on the HRS model (Marzano et al., 2014), where teachers were asked to respond to a series of statements designed to measure the case-study school’s effectiveness and …

Teachers’ And Principals’ Perceptions Of The Influence Of Principal Behaviors On Middle School Culture, Heather Daniel

Ed.D. Dissertations

Before this study, the research was limited regarding teachers’ perceptions of their principals and the influence on school culture. Even less research was dedicated to self-perceptions of principals’ behaviors within a middle school setting. Due to the lack of research, further investigation was necessary to understand specific behaviors performed by middle school principals and their influence on school culture. In this study, and teachers from one Tennessee county responded to questionnaires to investigate the relationship between perceptions of teachers and principals on principal behaviors and the influence on school culture. Through this study, principals and teachers listed multiple principal behaviors …

The Components Of Professional Development Design And Methods That Teachers Perceive As The Most Valuable., Elizabeth Esquivelhofstedt

Electronic Theses, Projects, and Dissertations

The purpose of this study is to determine the key design components of transformational teacher professional development programming using sensemaking theory and adult learning theory. This research study was comprised of five phases: 1) needs assessment pre-survey of participating teachers, 2) follow-up interviews with participating teachers, 3) construction of professional development session using the needs assessment pre-survey and follow-up interviews 4) professional development session presentation to teachers 5) post-survey after the professional development session repeating the needs assessment survey to compare pre to post surveys

Exploring Teacher Perceptions About Cultural Practices During Transitions, Katherine Lee Haberstroh

Electronic Theses, Projects, and Dissertations

This dissertation explores teacher perceptions of cultural practices and language that teachers use during transitional times between class-to-class and assignment-to-assignment. The purpose of this study is to investigate whether there is more to cultural practices than what current literature defines for critical life events and transitions. Artifact analysis from 18 school mission statements, semi structured interviews with eight participants, and rich observations were conducted. The content analysis defined, reviewed, and analyzed teacher perceptions of cultural practices and the language which they produced during their practices. From the exploration of the class-to-class and assignment-to-assignment, specific examples of cultural practices and language …

Closing Reading Achievement Gaps For Middle School Students, Michael D. Daugherty

Journal of Educational Research and Practice

This research examined how self-efficacy, collective efficacy, and professional development compared between core content and special education middle school teachers working with middle school students in reading comprehension and fluency. Accordingly, no statistically significant difference in teacher self-efficacy between core content and special education teachers was discovered based on the ANOVA analysis results. An analysis of professional development and collective teacher efficacy showed mixed results with a negative relationship predicted between increased professional development hours for core content teachers. A predicted positive relationship existed with the number of professional development hours increasing for special education teachers. There was no statistically …

A Par Reflection: The Power Of Teacher Voice, Anna Marie Warren

Electronic Theses and Dissertations

Teacher voice is missing in systemic change. This PAR study explored some of the barriers in education today that prevent teachers from using their voices and the leadership skills needed to empower teachers to use their voices in change processes. The study was implemented on two secondary school campuses with two teams of PAR researchers. Data were collected using a triangulation of PAR forms, journal reflections, and Likert surveys. While identifying barriers hindering teachers from using their voice, the qualitative study also aimed to provide a platform where teachers could express and use their voice to cause change in their …

Differentiating Leadership Styles And Behaviors Of Teacher-Leaders, Joshua Desantis, Stacey N. Dammann, Anastasia Clayton

Journal of Organizational & Educational Leadership

The rapidly changing landscape of education necessitates that schools build the capacity to swiftly pivot to new modalities, curriculum, and operations models. Much of the onus for positively responding to these changes falls to teacher-leaders. In many schools, teacher leaders are untrained and designated by virtue of their seniority. The authors posit that differences exist in the leadership styles and behaviors of professional educators depending on their role, status, and professional learning journey. Findings from the present study affirm the existence of some of these differences and, thus, could inform future efforts to designate and train teachers for leadership roles …

E2: Equity And Excellence Framework, Adrienne Coleman

Professional Learning Day

Considering there is a national and global equity focused call to action, IMSA engaged in a process to institutionalize and operationalize Equity and Excellence to address educational inequities. This included policy development, capacity building to engage in equity work, an inclusive and comprehensive data collection methodology, data meaning making, as well as an equity and excellence plan and scorecard development. This presentation will provide participants with an understanding of educational equity, share tools to assist in drafting datainformed policy/plans, and provide a framework to score and measure progress in advancing equity. It will share how to approach equity and excellence …

Facilitating Tilting As A Faculty Community, Debra Palmer, Carrie Bachhofer, Allen Brown, Alaina Kaus, Michele Mckie, Thelma Sexton

Perspectives In Learning

In this paper, we describe our perspectives and experiences working as one of several small groups within a campus-wide program at our university to help implement transparency in learning and teaching (TILT) principles. Faculty were asked to implement TILT into lower-and upper-level courses, as well as co-curricular activities, by transforming some aspect of their course or activities to be more "transparent," meaning students would be able to better understand its purpose and value and how it relates to their major, future career, and personal lives. The program followed a faculty learning community (FLC) model, where members supported one another through …

Leading The Initial Implementation Phase Of Tandemed In Relationship With The Pittsburgh Public Schools, Brian C B Barnes

Journal of Research Initiatives

TandemEd facilitates Black communities to create campaigns that highlight their positive racial identity and self-defined educational purpose. This article examines leadership of the initial implementation phase of the TandemEd community initiative in relationship with the Pittsburgh Public Schools (PPS) focusing primarily on the interactions with the superintendent and executive director of the superintendent’s office. The results included ongoing support from PPS as TandemEd formed a citywide steering committee of highly community legitimated persons, executed a leadership and campaign academy for thirty-five Pittsburgh youth, and facilitated design and delivery of various cable television commercials on identity and purpose in the Greater …

Profiles Of Well-Being Among Early Childhood Educators, Amy M. Roberts, Alexandra Daro, Kathleen C. Gallagher

Buffet Early Childhood Institute Reports and Publications

Research Findings: This study used a person-centered data analytic approach to identify distinct subgroups of early childhood educators (n= 133) based on their responses to multiple indicators of well-being (psychological, financial, and health indicators). Various fit indices established a two-class solution. Specifically, one group was characterized by more positive well-being and the other by less positive well-being. Subgroup differences were the greatest for indicators of psychological well-being, including self-care and self-compassion. In addition, educators with less than a bachelor’s degree, working as assistant teachers, receiving less pay, with more adverse childhood experiences, were overrepresented in the less positive …

Exploring The Perspectives Of Infant/Toddler-Pk4 Teachers On Attaining An Associate Degree In Early Childhood Education, Isabel Lainez Furutan

Walden Dissertations and Doctoral Studies

AbstractResearchers have found young children’s academic skills and life outcomes are correlated to teachers’ postsecondary education. Despite this, 60% of infant/toddler-PK4 teachers who work in center-based settings in the District of Columbia do not have postsecondary education beyond the high school level. The purpose of this basic qualitative study was to explore the perspectives of infant/toddler-PK4 teachers from the District of Columbia working in center-based settings on the challenges of attaining an associate degree in early childhood education and the support needed throughout the process. Guided by Lewin’s three-step model of change theory, the perspectives of 12 participants with a …

Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly

Walden Dissertations and Doctoral Studies

AbstractEarly childhood educators have struggled to teach children with challenging behaviors, which can lead to suspension and expulsion. Although early childhood educators have limited professional development training in challenging behaviors, they are often not equipped to teach children with challenging behaviors. There is little research on how early childhood educators perceive their current training regarding teaching children with challenging behaviors. Exploring early childhood educators’ perceptions can determine what they need to teach children with challenging behaviors for a thriving classroom environment. The purpose of this basic qualitative study was to better understand educators’ perceptions regarding the type of professional development …

Junior High Teachers’ Perceptions Of Differentiating Instruction For Students With Trauma, Olawanle Victoria Lawson

Walden Dissertations and Doctoral Studies

The problem for this study was that junior high school teachers faced challenges involving differentiating their pedagogy to meet academic needs of students with trauma. The purpose of this qualitative study was to explore junior high school teachers’ perceptions of this topic. The conceptual framework for this study was the trauma-informed care and practice framework that is influenced by six key principles and four elements of trauma-informed care approach. Two research questions were focused on perceptions of junior high school teachers regarding differentiating instruction to meet needs of students with trauma, and supports needed to address their pedagogical challenges involved …

Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly

Walden Dissertations and Doctoral Studies

AbstractEarly childhood educators have struggled to teach children with challenging behaviors, which can lead to suspension and expulsion. Although early childhood educators have limited professional development training in challenging behaviors, they are often not equipped to teach children with challenging behaviors. There is little research on how early childhood educators perceive their current training regarding teaching children with challenging behaviors. Exploring early childhood educators’ perceptions can determine what they need to teach children with challenging behaviors for a thriving classroom environment. The purpose of this basic qualitative study was to better understand educators’ perceptions regarding the type of professional development …

Inclusive Practices In Catholic Education: A Restorative Realignment, Carla Vellutini

University of the Pacific Theses and Dissertations

Catholic schools need to examine the barriers to, benefits of, and interventions needed when implementing inclusive practices into their institutions. Catholic schools are experiencing an increase in enrolled students identified with learning and behavioral needs; however, they frequently lack resources and expertise to provide the necessary support for these students and their families to succeed. Research studies identify teacher attitudes and perceptions regarding inclusive practices as vital factors to create successful culture change.

A single group pretest-posttest design, incorporated into this action research study, measured the attitudes and stress of teachers before and after a 14-week long intervention for eight …

Professional Development Needs Of Early Childhood Educators Teaching Children With Challenging Behaviors, Latashia L. Kelly

Walden Dissertations and Doctoral Studies

AbstractEarly childhood educators have struggled to teach children with challenging behaviors, which can lead to suspension and expulsion. Although early childhood educators have limited professional development training in challenging behaviors, they are often not equipped to teach children with challenging behaviors. There is little research on how early childhood educators perceive their current training regarding teaching children with challenging behaviors. Exploring early childhood educators’ perceptions can determine what they need to teach children with challenging behaviors for a thriving classroom environment. The purpose of this basic qualitative study was to better understand educators’ perceptions regarding the type of professional development …

An Educator’S Reflection On The Importance Of Embodiment, Imagination, And Liberation, Ashley N. Gibson

Journal of Multicultural Affairs

This reflection piece offers an interpretation of the years 2020-2021, through the earliest days of the COVID-19 pandemic and the racial awakenings in the US. Writing at the intersections of race, gender, and religion, this piece is part essay, part spoken word, and part treatise. The ultimate call to action is threefold; we must lean into embodiment as a habit for living, use our imaginations, and seek liberation for ourselves and one another if we are to hope for a better future. While many aspects of life now seem bleak, there is hope if we consider these three principles for …

Journal Of Critical Issues In Educational Practice Vol. 12, Tiffany Bates, Jaime Welborn, Christine Uliassi

Journal of Critical Issues in Educational Practice

It is our great privilege to be the editors of this journal. The opportunity to review the scholarly work of others and provide a forum for dissemination is important work. Three original pieces of research are included in this volume of the journal. Selected for originality and timeliness, it is our hope that some part of your educational practice might be informed. It is our goal to feature voices that might be considered outside of the expected or usual.

What is your philosophy of education? One might ask if this is ever a serious question or rather just an academic …

The Spirit Empowering Counselors To Be Culturally Competent In A Racially And Ethnically Changing Society, Sandra K. Richardson, Yasmine A. Godinez, Lemuel J. Godinez

Salubritas: International Journal of Spirit-Empowered Counseling

Significant change in the counseling field begins in counselor education programs. Concerns of biased, incompetent, and ineffective counseling services for culturally diverse clients plague the mental health profession (ACA, 2021; Sue & Sue, 2016). Rapid shifts in the racial and ethnic demographic composition of American society and the overt expression of hate and violence on the lives of People of Color place a greater demand on mental health professionals to pursue and acquire multicultural competencies (Brown, 2020; Embrick, 2015). Cultural awareness, knowledge, and skills are needed to establish meaningful therapeutic relationships, to provide effective treatment, and to effectively advocate for …

Leadership And Instructional Coaching: A Synthesis Of Approaches And Practices That Promote Change, Katie L. Perkins

Essays in Education

The aim of this educational essay is to provide a literature-based synthesis of the leadership approaches and practices of instructional coaches that best support teacher development. The essay is grounded in transformational leadership theory (Bass & Avolio, 1990) and synthesizes three main constructs for effective instructional coaching. These constructs include: andragogical practices (Knowles, 2015), the ethics of care (Beck, 1994), and organizational change (Burke, 2014). Incorporating these leadership practices may encourage effective teacher-coach relationships, promote teacher development and retention, and ultimately increase student success.

Instructional Systems Design And The Diffusion And Adoption Of Technology: (Volume 1), Miguel Ramlatchan (Author & Editor), Mark Parsons (Author), Meghan Soldani (Author), Josie Joswick Mendoza (Author), Maria Satre (Author), Brittany Spitz (Author), Jasmine Bundy (Author), Amanda Kline (Author)

Distance Learning Faculty & Staff Books

Instructional designers, instructional systems designers, and other educational technologists are, by their nature, innovators. These professionals apply and extend the applied science of learning, systems, communication, and instructional design theory to help students learn. Technology in some capacity is used to make the connections between subject matter experts, teachers, instructors, and their learners. It is common for instructional designers to seek new tools, techniques, and innovations for the improvement of learning, access, quality, and student satisfaction. However, the adoption and diffusion of new educational technology and innovation is a complex process that depends on many variables. Understanding these processes and …

Implementing Diversity Training Targeting Faculty Microaggressions And Inclusion: Practical Insights And Initial Findings, Ellen Ernst Kossek, Patrice M. Buzzanell, Brittany J. Wright, Cassondra Batz-Barbarich, Amy C. Moors, Charlene Sullivan, Klod Kokini, Andrew S. Hirsh, Kayla Maxey, Ankita Nikalje

Psychology Faculty Articles and Research

Despite the importance of faculty diversity training for advancing an inclusive society, little research examines whether participation improves inclusion perceptions and belongingness. Integrating training and diversity education literature concepts, this study examines the effectiveness of training targeting microaggressions in six STEM (Science, Technology, Engineering, Mathematics) oriented departments at a research-intensive university. Reactions data collected at the end of face-to-face training suggested that participation generally increased inclusion understanding. Self-assessments on inclusion concepts collected from 45% of participants before and three weeks after training suggest participation increases perceptions of the importance of inclusion, microaggression allyship awareness, inclusive behaviors, and organizational identification. Compared …

Critical Civic Engagement: Creating Yards And Building Community At Predominately White Institutions, Heather Moore Roberson

Journal of Research Initiatives

This article details the journey of a Black Greek professor who created yards on a predominately white campus. This piece of scholarship challenges the historical narrative of the civic engagement movement and considers equity and inclusion with existing civic engagement literature. Specifically, this research contends that civic engagement scholarship must consider the historical legacy of historically Black Greek letter organizations, their commitment to service, and undergraduate education. The construction of “yards” is a civic engagement initiative that builds meaningful connections between college campuses and local communities.

Investigating The Relational Element Of Trust In Teacher-Principal Relationships: An Autoethnographic Case Study, Angela Bradley

LSU Doctoral Dissertations

This autoethnographic case study was designed to investigate the relational aspect of trust, a characteristic of servant leadership, in the teacher-principal relationship. This trusting bond is an often overlooked, foundational element of a school’s success. I examined the role that trust plays in enhancing a school’s culture and how trust is established and maintained among one principal and teachers under my supervision. In addition, as researcher, I sought to uncover specific indicators that trust was present on a school campus. Finally, I sought to examine trust’s effects on collaboration and organizational commitment.

Through weekly reflections, I sought to examine my …

A Systematic Review Of The Literature On Inservice Professional Development Explicitly Addressing Race And Racism, Andrew Matschiner

Education Faculty Articles and Research

This systematic literature review examines research on U.S. professional development (PD) in which practicing teachers are asked to engage explicitly with race and racism. Using Kennedy’s PD theories of action, this review examines 64 studies published from 1981 to 2019 and analyzes race-related PD goals, pedagogical approaches, and documented outcomes of PD. The body of scholarship shows an array of PD program goals, often-limited pedagogical explicitness and detail, and descriptive and developmental outcomes. Recent scholarship has centered racial-equity-oriented teachers and teachers of Color and identified PD characteristics associated with positive outcomes. Extant literature has seldom directly documented PD transfer and …

Strategies For Christian Educators And Administrators To Move From Pre-Pandemic Vuca Reaction To Post-Pandemic Vuca 2.0 Response., Doug Atha

International Christian Community of Teacher Educators Journal

Abstract

Pre-pandemic Volatile, Uncertain, Complex and Ambiguous (VUCA) realities added specific complexity to education and administrative practice at Christian schools, influencing Christian school educators and administrator reactions to the challenges experienced in their social and professional contexts (Ungerer, Ungerer and Herholdt, 2016). Post-pandemic realities however, will require greater diligence for Christian educators and administrators. The transition from pre-pandemic reactive responses to VUCA influence on Christian school environments to applying visionary, understandable, courageous and adaptive (VUCA 2.0) strategic principles for those same environments, is a necessary strategic challenge to accept. Christian school educators and administrators wanting to support a healthy and …

Transformational Leadership And Organizational Citizenship Behavior Motives In Teachers, Jeremy Davis, Juliann Sergi Mcbrayer, Suzanne B. Miller, Katherine Fallon

Journal of Organizational & Educational Leadership

A principal’s leadership is a key part to the success of a school as their leadership guides both instructional and organizational outcomes. Teachers often work beyond their formal duties to see that all their students have their needs met. This is referred to as an Organizational Citizenship Behavior (i.e., when followers display behaviors that benefit the organization or its members beyond their current job requirements). This study investigated the relationship between principal’s transformational leadership and teachers’ Organizational Citizenship Behaviors and related motivating factors. Participants from a suburban school district completed a questionnaire based on their perceptions of their principal’s leadership …

Dismantling Institutional Whiteness: Emerging Forms Of Leadership In Higher Education, M. Cristina Alcalde, Mangala Subramaniam

Navigating Careers in Higher Education Series

Dismantling Institutional Whiteness: Emerging Forms of Leadership in Higher Education focuses on the experiences of women of color in leadership roles in higher education. Top roles historically have gone to white men, and leadership has not reflected the range of identities and people who make up higher education. Why? And why does this problem continue to this day? Most importantly, what can be done to bring about meaningful change?

Dismantling Institutional Whiteness gathers a range of first-person narratives from women of color and examines the challenges they face not only at a systemic level, but also at a deeply personal …